Research demonstrates that community-building
in schools is an integral aspect of student success.
Based on a foundation of research findings related to the
importance of implementing community-building into all
aspects of a school, community-building activities.
This paper reports on a small-scale research study evaluating the work of an emotional literacy project in the North West of England. The purpose of the evaluation was threefold: to assess the degree of success of the emotional literacy project in achieving its aims; to capture and disseminate learning of what works, with whom and in which context, when promoting emotional literacy; and to provide policy makers and practitioners within the LEA, and beyond, with research evidence upon which best practice can be delivered to children, young people and their families. A multi-dimensional qualitative study was designed to explore the views of children, young people, parents/carers, headteachers, teachers, project workers and allied professionals regarding the emotional literacy project from their own perspective. The findings contribute to the growing body of research evidence on, and models of best practice in, promoting the emotional well being of children and young people.
This article explores the research underpinning views of emotional well-being and
its development in schools and classrooms. Research concerning the concepts of
emotional intelligence, resilience and protective factors, mental health and young
people and emotional regulation is examined and its implications interpreted. The
author critically reviews the focus of interventions, the nature of the interventions
and the strategies being adopted by policy-makers. She argues that there are
dangers in solely adopting an individualistic programmatic approach and suggests
that a wider emphasis on relationships, pedagogy and community building is
central to the development of emotional well-being in young people.
This paper examines the role of trait emotional intelligence (‘trait EI’) in academic performance and in
deviant behavior at school on a sample of 650 pupils in British secondary education (mean age 16.5
years). Trait EI moderated the relationship between cognitive ability and academic performance. In addition,
pupils with high trait EI scores were less likely to have had unauthorized absences and less likely to
have been excluded from school. Most trait EI effects persisted even after controlling for personality variance.
It is concluded that the constellation of emotion-related self-perceived abilities and dispositions that
the construct of trait EI encompasses is implicated in academic performance and deviant behavior, with
effects that are particularly relevant to vulnerable or disadvantaged adolescents.
In her critique of emotional intelligence (EI) theory and research, Waterhouse (2006) makes
several claims. First, she argues that there are “many conflicting constructs of EI,” implying
that it cannot be a valid concept given this multiplicity of views. Second, she cites some research
and opinion suggesting that “EI has not been differentiated from personality plus IQ.”
Third, she states that “the claim that EI determines real-world success has not been validated.”
Finally, she proposes that research on brain function proves that there cannot be a “unitary EI.”
Based on this critique, she argues that EI competencies should not be taught in the schools. This
article addresses each of these criticisms and shows that there now ismuchmore empirical support
for EI theory than Waterhouse suggested in her article.
Articles
Article Abstract
in schools is an integral aspect of student success.
Based on a foundation of research findings related to the
importance of implementing community-building into all
aspects of a school, community-building activities.
its development in schools and classrooms. Research concerning the concepts of
emotional intelligence, resilience and protective factors, mental health and young
people and emotional regulation is examined and its implications interpreted. The
author critically reviews the focus of interventions, the nature of the interventions
and the strategies being adopted by policy-makers. She argues that there are
dangers in solely adopting an individualistic programmatic approach and suggests
that a wider emphasis on relationships, pedagogy and community building is
central to the development of emotional well-being in young people.
deviant behavior at school on a sample of 650 pupils in British secondary education (mean age 16.5
years). Trait EI moderated the relationship between cognitive ability and academic performance. In addition,
pupils with high trait EI scores were less likely to have had unauthorized absences and less likely to
have been excluded from school. Most trait EI effects persisted even after controlling for personality variance.
It is concluded that the constellation of emotion-related self-perceived abilities and dispositions that
the construct of trait EI encompasses is implicated in academic performance and deviant behavior, with
effects that are particularly relevant to vulnerable or disadvantaged adolescents.
several claims. First, she argues that there are “many conflicting constructs of EI,” implying
that it cannot be a valid concept given this multiplicity of views. Second, she cites some research
and opinion suggesting that “EI has not been differentiated from personality plus IQ.”
Third, she states that “the claim that EI determines real-world success has not been validated.”
Finally, she proposes that research on brain function proves that there cannot be a “unitary EI.”
Based on this critique, she argues that EI competencies should not be taught in the schools. This
article addresses each of these criticisms and shows that there now ismuchmore empirical support
for EI theory than Waterhouse suggested in her article.